Published by: nzherald.conz
Written by: Katie Harris
Neurodiverse Kiwis contribute significant value to the workforce, but structural problems within the interview process mean many can be locked out of the job market. Katie Harris speaks to those on the ground about how to improve interviews for neurodiverse Kiwis.
“Tell me what you’re most proud of?”
For some, this may seem like a simple question to answer, but for many neurodiverse Kiwis its vagueness can throw off even the most well-prepped applicant.
The neurodiverse can bring a wealth of creativity, hyperfocus and out-of-the-box thinking that many organisations need, but often interviews can pose as a barrier to success for some.
Autism NZ chief executive Dane Dougan told the Herald the whole recruitment process isn’t set up for neurodiverse people.
Autism NZ employment facilitator Megan McNeice told the Herald a big roadblock for the neurodiverse in interviews is open-ended questions. Click here to read the rest of the story.
This may be the result of the working memory, problem solving skills and inattentive skills all characteristics of a student with ADHD
What is Dyscalculia?
Dyscalculia is defined as a learning disability specifically in math and numbers including the inability to understand the concept of numbers and applying math principles to solve problems. The following are signs and symptoms of dyscalculia:
Difficulty in counting backwards
Difficulty in recalling facts
Slow in performing calculations
Difficulty with subtractions
Difficulty using finger counting
Difficulty with the multiplication table
Poor mental math skills
Difficulty with understanding the concept of time
May show signs of anxiety when conducting math activities
May have a poor sense of direction (i.e. north, south, east, west)
Early signs of dyscalculia include:
Delays in learning how to count
Delays in recalling facts
Difficulty with time
Displays a poor memory
May lose track when counting
Difficulty sorting items by groups include color, shape, texture and size.
Accommodations
Students with diagnosed with ADHD qualify for accommodations in the classroom. Here are a few suggestions:
The ADHD magazine, ADDitude suggests the following accommodations to help students with ADHD and Dyscalculia:
Allow extra time on test
Provide frequent checks for accuracy during classroom activities
List clearly numbered steps/procedures for multi-step problems
Use individual dry-erase boards
Reduce the number of problems you assign
VeryWell suggests the following accommodations for students expressing difficulties in math:
Allow the student to use desk copies of math facts such as multiplication table factsheet
Allow the use of calculations in the classroom
Provide models of sample problems and allow the students to use these models as a reference
Decrease the number of math problems
Allow the students to use graph paper rather than notebook paper
Provide the student with review summaries to help prepare for tests
